Identification And Evaluation Of Culturally And Linguistically Diverse Learners In Early Childhood Education In Special Education

Term

Summer 2019

Capstone

Capstone Project

Degree Name

MAESL

Facilitator(s)

Laura Halldin

Content Expert

Sara Heckel

Abstract

This capstone project creates an identification policy that takes into account the viewpoints of language acquisition, as well as special education, to provide relief to two distinct departments who desire the same result: the least-restrictive environment that adequately supports student growth and education. Utilizing the research gathered, this project produces a process for identifying and assessing culturally and linguistically diverse students in early childhood. Demonstrated here is the need to propose a policy for establishing a procedure for preventing frequent unnecessary special education classification for ELs. The research questions addressed in this project were: What are the ramifications of dually-identifying students as English Learners in Special Education? How can the identification process change to correctly classify these learners? Topics explored throughout the literature review include second language acquisition, special education in early childhood education, English learners in early childhood education, and dual-identified learners.

Project Type

Business Plan

Keywords

Early Childhood, ESL/ ELLs, Special Education

Type

text

Publisher

Hamline University

Format

application/pdf

Source

School of Education Student Capstone Theses and Dissertations at Hamline University

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